Topic Sentences Underlined
Outcomes / Introduction
(Word/sent level)
Shared Work
(E.g. modelling texts etc) / Independent Work(Include ICT focus group, support) / Plenary
(Key Questions) / Resources
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S / To know the features of a recount- Newspaper reports / Imitate: Show newspaper report of King Tut’s murder. Read to the children using some key actions and then ask the children to read it again independently, trying to remember as many actions as possible. In talk partners can the children decide what the key features of a newspaper are- what must a newspaper report contain? Take feedback. Show recounts book (Sue Palmer) and go through features. Get children to pick out who, what, where, when, why and hook from the introduction. Look at the different colours the text is written in.
- Topic sentences – underlined
•Sentence signposts/ connectives – shocking pink
•Detail to illustrate points - green
•Technical language, specific to newspaper - blue / H.A:
Children to write in their own words what the different colour mean and to pick out examples to illustrate their explanations. / What are the features of a newspaper report?
A:Children to write in their own words what the different colour mean and to pick out examples to illustrate their explanations.
B.A:
With TA children copy out give explanations of different colours and find examples of them in the text.
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D / To know the features of a recount
To be able to retell the report / Imitate: Who can remember the key features of a newspaper report? Say the report as a whole class with actions. With the children draw the story of the newspaper report on the flipchart. Use key words to help the children retell the report. Who can use the detailed map to retell the newspaper report in as much detail as possible? / H.A: Children use the map and the text to box the newspaper report into a grid and name the paragraph headings. Magpie in swag book any words or phrases that would be useful when writing our own newspaper report / Who can retell the story of the newspaper article?
A: Same as above
L.A: With teacher. Children as a whole group decided what information should go in each box.
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R / To be able plan an introductory paragraph using pictures.
To write an opening answering 5 questions and with a hook. / Innovate: (lesson taught over 1.5 hours first in literacy and then writing in a half hour slot after lunch) Brainstorm good headline for a news story about King Tut- different cause of death.
How would you write the opening paragraph- (what features must it have) who, what, when, where, why and a hook.
Map out a new opening with the children. Drawing just the opening paragraph. In talk partners, play the retell tennis game- children take it in turns to retell the opening paragraph. Demonstrate with the TA how to play the game.
Ask children to think about their own stories. Think of different scenarios other than murdered/kidnapped. Ask children their ideas and show how your drawings would be turned into a text. Model writing the introduction from your drawings.
E.g: idea – eaten by crocodile on Nile
Yesterday evening, in a tranquil town by the Nile, Pharaoh Tutankhamen (the boy king) was tragically devoured by a ravenous crocodile. Tut, who was only 18, had been out boating with his royal friends earlier that day. After an exhausting trip, which left the king as tired as a mummy in a tomb, Tut exited the boat. Moments later he’d been wolfed down by a sneaky crocodile. This was the last time Tut was seen alive. / H.A: Children draw a sketch of their opening paragraph how King Tut died- must follow the structure exactly but change all the ideas. Talk through the drawings with their talk partners.
Write their introduction must follow structure but invent all new ideas. / Children check and edit their work.
A: Same as above
L.A: With the TA discuss ideas as a group. TA to help develop ideas for pictures- all children to create the same story.
TA scribe children copy down pictures, children take it in turns to retell.
Children to use their pictures to independently write their introductions.
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I / I can edit and improve my work building on my strengths / N.B: Children found it extremely difficult to only write the intro and follow the structure, therefore the initial part of this lesson is only needed if their introductions need work.
Read out some introductory paragraphs- get feedback from class Why have I picked these introductions? They followed the structure precisely.
Ask children to read through their introductions. What do they think they need to do? Discuss different children’s ideas about their own work.
Number the sentences and model a first sentence using my plan. Ask children to write their initial sentences on w/b. continue until introduction is complete and children have written each sentence on w/b (they can copy from literacy books if their writing from yesterday was good but most should up level) / Write a headline and by line etc
Copy this new introduction into their extended writing books in their best handwriting. / What are the features of an introduction? Why is it important to have these in the first paragraph?
Purpose
By the end of this unit the children will have produced the following:
Literacy:
Mathematics: n/a
ICT:
D&T:
Art: / Cross – Curricular Literacy Focus activities
Links with Art- Illustrator Brett Helquist.